A study on gender, masculinity and femininity definitions of teachers working in Aksu district, Antalya

Patriarchal understanding and lack of knowledge and understanding regarding gender roles are common throughout our society. Similarly, it is also common among teachers who play a role in the advancement and shaping of society and who have a large share in preparing young generations for later years of their lives. Throughout society, sex and gender concepts used in daily life are used interchangeably. It is necessary to acknowledge that these concepts have different meanings and teachers who have the chance to address all sections of society should use them properly. Subject of this study is to find out whether the teachers working in the schools affiliated to the Ministry of Education aware of the differences between the definitions of gender, masculinity and femininity and their attitude to these concepts. In this context, the concepts of gender, social gender, women, men and patriarchy are explained in the first place. As a research method for the study, in-depth interview method, which is a qualitative data acquisition method, was preferred. A total of 16 people -8 women and 8 men-, who work as principal, deputy principal and teacher, were interviewed in the district of Aksu, Antalya. The results reveal that teachers are experiencing informational convergence about social gender related concepts. Besides, although teachers stated that they did not discriminate against gender, it is concluded when the interviews are analyzed that they make involuntary discrimination. As a result of a decent education, their stereotype concerning social gender, which is constantly repeated in educational institutions, will tend to diminish. On the other hand, this change would enable women to stand out from the 'other' position in society and to achieve an equal position with men in all areas of society. A social awareness should be created to reduce stereotypes extending to the level of violence against women. Besides, the struggle should continue in a planned manner, starting from the training programs being implemented in schools in particular, and from teachers' education in universities, from textbooks to family education.